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Assessment Situation (assessment + situation)
Selected AbstractsA public versus private administration of the implicit association testEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 6 2006Guy A. Boysen This research includes two experiments that examined (a) whether the assessment situation in which individuals complete an implicit measure of bias alters their responses and (b) whether the hypothesized effect of the assessment situation on implicitly assessed bias reflects socially desirable responding. Participants in Experiment 1 (N,=,151) completed an IAT measuring bias toward homosexuality in either a public or a private assessment situation. Consistent with studies of explicitly assessed attitudes, implicitly assessed bias toward homosexuality was significantly lower when assessed in a public versus a private assessment situation. Participants in Experiment 2 (N,=,102) completed an IAT measuring bias toward homosexuality in a public assessment situation under a bogus pipeline or no-bogus pipeline condition. Results indicated that participants' implicitly assessed bias did not significantly differ across these conditions. The authors discuss these findings in terms of possible automatic processes affecting the malleability of implicitly assessed attitudes. Copyright © 2006 John Wiley & Sons, Ltd. [source] Psychometric Properties of Scale Scores and Performance Levels for Performance Assessments Using Polytomous IRTJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2000Tianyou Wang With a focus on performance assessments, this paper describes procedures for calculating conditional standard error of measurement (CSEM) and reliability of scale scores and classification consistency of performance levels. Scale scores that are transformations of total raw scores are the focus of these procedures, although other types of raw scores are considered as well. Polytomous IRT models provide the psychometric foundation for the procedures that are described. The procedures are applied using test data from ACT's Work Keys Writing Assessment to demonstrate their usefulness. Two polytomous IRT models were compared, as were two different procedures for calculating scores. One simulation study was done using one of the models to evaluate the accuracy of the proposed procedures. The results suggest that the procedures provide quite stable estimates and have the potential to be useful in a variety of performance assessment situations. [source] Knowledge and Skills for PISA,Assessing the AssessmentJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2007NINA BONDERUP DOHN This article gives a critique of the methodology of OECD's Programme for International Student Assessment (PISA). It is argued that PISA is invalidated by the fact that the methodology chosen does not constitute an adequate operationalisation of the question of inquiry. Therefore, contrary to the claims of PISA, PISA is not an assessment of the ,knowledge and skills for life' of students, but only of ,knowledge and skills in assessment situations'. Even this latter form of assessment is not fully reliable, however, because of problems at the level of concrete test items and because of an inherent confusion of relative and absolute evaluation. [source] | ||||||||||